A group presentation at the 2016 annual conference of the American Library Association as a Conversation Starter about Design for Learning, an IMLS funded series of online modules to teach library workers how to teach online.
PechaKucha and Ignite are presentation formats where speakers present on a topic for a short, timed duration using a series of images. PechaKucha uses 20 images displayed for 20 seconds each, while Ignite presentations are 5 minutes with 20 slides automatically advancing every 15 seconds. Both formats originated in the early 2000s and aim to concisely share ideas and inspire audiences on various subjects.
Copyright and e-learning: understanding our privileges and freedomsJane Secker
Keynote at ALT-C on 8th September 2016. You can find out more from: https://altc.alt.ac.uk/2016/sessions/keynote-jane-secker/
Slides licensed under CC-BY-SA
Mike Jamerson, Dir. of Technology and Nick Williams, Coordinator of Instructional Technology for the Bartholomew Consolidated School Corporation delivered a presentation in UDL (Universal Design for Learning) as an architecture for learning at HECC 2016.
This presentation discusses social networking in education. It provides a brief history of MySpace, Facebook, and YouTube. It outlines the session including a review of corporate social networks and obstacles to using social networks in education. Reasons for using social networks in education are to teach 21st century skills, media literacy, and allow students to share projects. The presentation recommends several educational resources for social networking.
Homework for folks at Oak Hill United Methodist Church in Austin TX. We look at the past 40 years and reconnect with the founding "pillars" of the church. We have some work to do.
This document discusses the changing nature of digital literacies. It notes that growing up immersed in digital technologies has caused young people's brains to develop differently from previous generations. Whereas older "digital immigrants" learned from fixed printed texts, younger "digital natives" expect to be able to communicate, share and collaborate using new hybrid digital texts. It encourages embracing these modern literacies in education rather than relying on outdated models, and harnessing technology's potential for learning rather than just entertainment.
This document discusses the history of special education in the United States from 1893 to the present. It outlines several important court cases and laws that helped establish and expand special education services, including Watson v. City of Cambridge in 1893, Title V of the Elementary and Secondary Education Act in 1965, Section 504 of the Rehabilitation Act in 1973, the Family Educational Rights and Privacy Act in 1975, and the Individuals with Disabilities Education Act in 1990. The document also notes how societal views of people with disabilities have changed from a deficit perspective that prevented many from receiving help to a greater acceptance of students' right to specialized instruction.
PechaKucha and Ignite are presentation formats where speakers present on a topic for a short, timed duration using a series of images. PechaKucha uses 20 images displayed for 20 seconds each, while Ignite presentations are 5 minutes with 20 slides automatically advancing every 15 seconds. Both formats originated in the early 2000s and aim to concisely share ideas and inspire audiences on various subjects.
Copyright and e-learning: understanding our privileges and freedomsJane Secker
Keynote at ALT-C on 8th September 2016. You can find out more from: https://altc.alt.ac.uk/2016/sessions/keynote-jane-secker/
Slides licensed under CC-BY-SA
Mike Jamerson, Dir. of Technology and Nick Williams, Coordinator of Instructional Technology for the Bartholomew Consolidated School Corporation delivered a presentation in UDL (Universal Design for Learning) as an architecture for learning at HECC 2016.
This presentation discusses social networking in education. It provides a brief history of MySpace, Facebook, and YouTube. It outlines the session including a review of corporate social networks and obstacles to using social networks in education. Reasons for using social networks in education are to teach 21st century skills, media literacy, and allow students to share projects. The presentation recommends several educational resources for social networking.
Homework for folks at Oak Hill United Methodist Church in Austin TX. We look at the past 40 years and reconnect with the founding "pillars" of the church. We have some work to do.
This document discusses the changing nature of digital literacies. It notes that growing up immersed in digital technologies has caused young people's brains to develop differently from previous generations. Whereas older "digital immigrants" learned from fixed printed texts, younger "digital natives" expect to be able to communicate, share and collaborate using new hybrid digital texts. It encourages embracing these modern literacies in education rather than relying on outdated models, and harnessing technology's potential for learning rather than just entertainment.
This document discusses the history of special education in the United States from 1893 to the present. It outlines several important court cases and laws that helped establish and expand special education services, including Watson v. City of Cambridge in 1893, Title V of the Elementary and Secondary Education Act in 1965, Section 504 of the Rehabilitation Act in 1973, the Family Educational Rights and Privacy Act in 1975, and the Individuals with Disabilities Education Act in 1990. The document also notes how societal views of people with disabilities have changed from a deficit perspective that prevented many from receiving help to a greater acceptance of students' right to specialized instruction.
This document discusses challenge-based learning (CBL), highlighting its key qualities and features. CBL involves learning that is motivational, transparent, authentic, collaborative, student-directed, rigorous, reflective, personal, and interdisciplinary. It cultivates curiosity, imagination, critical thinking, assessment, communication, adaptability, risk-taking, and a passion for learning. The document provides examples of how CBL has been implemented through various projects centered around big ideas and essential questions. It emphasizes collaboration, depth, social action, authenticity, social benefit, inquiry, student direction, publication, and rigor.
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
WalkTalks is an engagement tool created by Ryan Martinson of Sustainable Calgary to promote community connections through walking. It focuses discussions on factors that influence community attachment like social offerings, openness, and aesthetics. WalkTalks events encourage participants to brainstorm positive solutions to break down barriers to walking in their community. By shifting conversations to community possibilities and citizen engagement, WalkTalks aims to transform isolation into connectedness and care for the whole community.
This document outlines an agenda for a three-day workshop on project-based learning in the digital age. The agenda covers getting acquainted with project-based learning principles and practices, designing sample projects, developing project plans, and discussing tools that support project-based learning. Participants will work individually and in groups to draft project briefs and plans over the course of the workshop.
This document provides a curriculum guide for interfaith youth dialogue and service learning programs. It includes goals and activities for interfaith dialogue sessions, service learning sessions, and community building exercises. The curriculum was developed by the Interfaith Center of Greater Philadelphia to provide students opportunities to gain multi-faith literacy and communication skills through activities like sharing meaningful religious objects, defining pluralism, and asking good questions in interfaith discussions. Educators from different faiths helped design the materials to promote understanding between religious groups.
Youth, Heritage, and Digital Learning EcologiesAshley Shaw
This document discusses engaging 15-25 year old Canadians in online discussions about identity, culture, and heritage. It identifies their characteristics including being diverse, educated, and connected primarily through social media. Research objectives are outlined to understand how to design effective online learning experiences for this group. Recommendations include creating participatory, social, and collaborative online spaces that feature open, evolving, and customizible content on a variety of cultures and identities.
The document summarizes a virtual conference session on global classroom projects hosted by educators from Virginia, USA. The session aimed to share experiences with global projects, provide resources and ideas for starting global projects, and connect teachers interested in global classrooms. Presenters discussed projects they ran connecting classes in Virginia and Hong Kong using Edmodo and VoiceThread, as well as an authentic global writing project. Challenges discussed were maintaining momentum, coordinating schedules, and getting other schools to commit. Resources shared included blogs, wikis and organizations supporting global education collaborations.
21st Century Skills: What do Adult Educators Need to Know?Marian Thacher
This document discusses how 21st century skills have changed and what adult learners need to know to thrive. It focuses on how technology is changing reading, communication, and education. Key points discussed include how digital textbooks and eBooks are becoming more common, how social media like Facebook and Twitter can be used for learning, and how smartphones are increasingly how people access the internet. Skills like creativity, collaboration, and digital literacy are emphasized as important for both employment and further education.
The Innovative Library Classroom 2015 Preliminary ProgramTheILC
This document provides the schedule and details for the "Innovative Library Classroom" conference held on May 12, 2015 at Radford University. The schedule lists various presentations and sessions taking place throughout the day in different classrooms. It thanks the organizations that helped make the conference possible. It also provides conversation starters and lightning talk topics that will be discussed at the event.
South Brooklyn Branch Library : Public Meeting #2ksuCUDC
Presentation given at the second of 2 Public Meetings for the South Brooklyn Branch of the Cleveland Public Library. The meeting took place on July 13, 2016.
This document discusses alternatives to traditional textbooks for meaningful learning. It provides 10 alternatives, including using other educators as resources, databases, eBooks, teaching students information literacy skills, authentic sources, product trials, digitization initiatives, YouTube and educational videos, trade books, and creating your own resources. The overall message is that textbooks alone are not enough and teachers should utilize a variety of additional resources to engage students and support inquiry-based learning.
Information Literacy and E-Resources: Moving Beyond the ChalkboardLibraries Thriving
Ask any twenty-first century librarian and they will tell you that the traditional chalkboard is not the instructional tool of choice anymore. This panel discussion will address the place of free and subscription e-resources in information literacy instruction and will feature librarians from South University and representatives from Credo Reference, the database that was voted Library Journal’s “Best Overall” in 2012. This will be a collaboration-focused session so bring your ideas to share!
This document summarizes a presentation by 6th grade teachers at Darnall Charter School about their approach to teaching digital narratives. The teachers implemented a project where students created multimedia stories about significant life events using Google Slides and Screencast-o-matic. Students first analyzed characters in the novel Wonder and stories from NPR, then wrote and presented their own narratives. The project aimed to develop critical thinking skills and civic agency while meeting writing standards. Teachers found students highly engaged and the project successfully connected to students and standards in a technology-rich way. Teachers continue incorporating similar projects into the curriculum.
21st Century Learning Ready, Set, Shift!kcarlson6645
The document discusses a school's journey towards 21st century learning. It began by establishing professional learning communities and a think tank to rethink the curriculum using project based learning. This led to setting the stage by aligning curriculum to the Common Core, implementing modules with essential questions, and developing initial problem based learning projects. Finally, the school shifted its model to include multiage classrooms, teacher specialization, adjusted time, technology integration, and STEAM labs while continuing to develop Common Core aligned, problem based curriculum. Next steps include continuing this work through the innovation team to refine practices like conferences and professional learning communities.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
The document summarizes a research project exploring how reading and literacy are changing in a participatory culture. It outlines the research questions, design process, field research, and hypotheses. Key areas of focus include building reading communities, transforming domains through student expertise, and developing new forms of participatory assessment.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
Take Your Library Instruction Online! The Design for Learning ProgramArden Kirkland
A poster about the Design for Learning program, shared at several library conferences and events: the 10th National Conference of African American Librarians (NCAAL) sponsored by the Black Caucus of the American Library Association (BCALA) in August 2017 and the annual meetings of the Central New York Library Resource Council and the South Central Regional Library Council.
More Related Content
Similar to Design for Learning (D4L) ALA Conversation Starter
This document discusses challenge-based learning (CBL), highlighting its key qualities and features. CBL involves learning that is motivational, transparent, authentic, collaborative, student-directed, rigorous, reflective, personal, and interdisciplinary. It cultivates curiosity, imagination, critical thinking, assessment, communication, adaptability, risk-taking, and a passion for learning. The document provides examples of how CBL has been implemented through various projects centered around big ideas and essential questions. It emphasizes collaboration, depth, social action, authenticity, social benefit, inquiry, student direction, publication, and rigor.
21st Century Skills: What do Adult Learners and Teachers Need to Know?Marian Thacher
This document summarizes a presentation about 21st century skills. It discusses how technology is changing the way people live, work and learn. It addresses key skills like creativity, communication, research, critical thinking and digital citizenship. It also covers topics like how reading habits have changed, the rise of eBooks and digital textbooks, and increasing access to broadband internet and smartphones. The document provides examples of using tools like blogs, VoiceThread and mobile learning to enhance teaching and learning.
WalkTalks is an engagement tool created by Ryan Martinson of Sustainable Calgary to promote community connections through walking. It focuses discussions on factors that influence community attachment like social offerings, openness, and aesthetics. WalkTalks events encourage participants to brainstorm positive solutions to break down barriers to walking in their community. By shifting conversations to community possibilities and citizen engagement, WalkTalks aims to transform isolation into connectedness and care for the whole community.
This document outlines an agenda for a three-day workshop on project-based learning in the digital age. The agenda covers getting acquainted with project-based learning principles and practices, designing sample projects, developing project plans, and discussing tools that support project-based learning. Participants will work individually and in groups to draft project briefs and plans over the course of the workshop.
This document provides a curriculum guide for interfaith youth dialogue and service learning programs. It includes goals and activities for interfaith dialogue sessions, service learning sessions, and community building exercises. The curriculum was developed by the Interfaith Center of Greater Philadelphia to provide students opportunities to gain multi-faith literacy and communication skills through activities like sharing meaningful religious objects, defining pluralism, and asking good questions in interfaith discussions. Educators from different faiths helped design the materials to promote understanding between religious groups.
Youth, Heritage, and Digital Learning EcologiesAshley Shaw
This document discusses engaging 15-25 year old Canadians in online discussions about identity, culture, and heritage. It identifies their characteristics including being diverse, educated, and connected primarily through social media. Research objectives are outlined to understand how to design effective online learning experiences for this group. Recommendations include creating participatory, social, and collaborative online spaces that feature open, evolving, and customizible content on a variety of cultures and identities.
The document summarizes a virtual conference session on global classroom projects hosted by educators from Virginia, USA. The session aimed to share experiences with global projects, provide resources and ideas for starting global projects, and connect teachers interested in global classrooms. Presenters discussed projects they ran connecting classes in Virginia and Hong Kong using Edmodo and VoiceThread, as well as an authentic global writing project. Challenges discussed were maintaining momentum, coordinating schedules, and getting other schools to commit. Resources shared included blogs, wikis and organizations supporting global education collaborations.
21st Century Skills: What do Adult Educators Need to Know?Marian Thacher
This document discusses how 21st century skills have changed and what adult learners need to know to thrive. It focuses on how technology is changing reading, communication, and education. Key points discussed include how digital textbooks and eBooks are becoming more common, how social media like Facebook and Twitter can be used for learning, and how smartphones are increasingly how people access the internet. Skills like creativity, collaboration, and digital literacy are emphasized as important for both employment and further education.
The Innovative Library Classroom 2015 Preliminary ProgramTheILC
This document provides the schedule and details for the "Innovative Library Classroom" conference held on May 12, 2015 at Radford University. The schedule lists various presentations and sessions taking place throughout the day in different classrooms. It thanks the organizations that helped make the conference possible. It also provides conversation starters and lightning talk topics that will be discussed at the event.
South Brooklyn Branch Library : Public Meeting #2ksuCUDC
Presentation given at the second of 2 Public Meetings for the South Brooklyn Branch of the Cleveland Public Library. The meeting took place on July 13, 2016.
This document discusses alternatives to traditional textbooks for meaningful learning. It provides 10 alternatives, including using other educators as resources, databases, eBooks, teaching students information literacy skills, authentic sources, product trials, digitization initiatives, YouTube and educational videos, trade books, and creating your own resources. The overall message is that textbooks alone are not enough and teachers should utilize a variety of additional resources to engage students and support inquiry-based learning.
Information Literacy and E-Resources: Moving Beyond the ChalkboardLibraries Thriving
Ask any twenty-first century librarian and they will tell you that the traditional chalkboard is not the instructional tool of choice anymore. This panel discussion will address the place of free and subscription e-resources in information literacy instruction and will feature librarians from South University and representatives from Credo Reference, the database that was voted Library Journal’s “Best Overall” in 2012. This will be a collaboration-focused session so bring your ideas to share!
This document summarizes a presentation by 6th grade teachers at Darnall Charter School about their approach to teaching digital narratives. The teachers implemented a project where students created multimedia stories about significant life events using Google Slides and Screencast-o-matic. Students first analyzed characters in the novel Wonder and stories from NPR, then wrote and presented their own narratives. The project aimed to develop critical thinking skills and civic agency while meeting writing standards. Teachers found students highly engaged and the project successfully connected to students and standards in a technology-rich way. Teachers continue incorporating similar projects into the curriculum.
21st Century Learning Ready, Set, Shift!kcarlson6645
The document discusses a school's journey towards 21st century learning. It began by establishing professional learning communities and a think tank to rethink the curriculum using project based learning. This led to setting the stage by aligning curriculum to the Common Core, implementing modules with essential questions, and developing initial problem based learning projects. Finally, the school shifted its model to include multiage classrooms, teacher specialization, adjusted time, technology integration, and STEAM labs while continuing to develop Common Core aligned, problem based curriculum. Next steps include continuing this work through the innovation team to refine practices like conferences and professional learning communities.
A process model of learning
Grounded in a social-constructivist epistemology
Assumes effective learning requires the development of a community of learners that supports meaningful inquiry
Learning occurs because of the interaction of social, cognitive and teaching presence
The document summarizes a research project exploring how reading and literacy are changing in a participatory culture. It outlines the research questions, design process, field research, and hypotheses. Key areas of focus include building reading communities, transforming domains through student expertise, and developing new forms of participatory assessment.
This document provides an agenda and information for a junior/intermediate language arts professional development session. The agenda includes discussing social justice picture books, the Ontario curriculum, the Truth and Reconciliation Commission, inquiry questions like KWL and KWHLAQ, and questioning in 21st century classrooms. Housekeeping items are also addressed like name cards and sign-up sheets. Resources on social justice issues covered in the ETFO Voice publication and an resource on social justice lessons are shared. Expectations for professional learning conversations and literacy leaders are reviewed.
Similar to Design for Learning (D4L) ALA Conversation Starter (20)
Librarians Learning Online to Teach OnlineArden Kirkland
A presentation at the annual conference of the NY Library Association by several participants in the Design for Learning program: Project Coordinator Arden Kirkland, Project Director Mary-Carol Lindbloom, and program alumni Anthony Bishop, Jai Blackburn, and Kathy Smith.
Take Your Library Instruction Online! The Design for Learning ProgramArden Kirkland
A poster about the Design for Learning program, shared at several library conferences and events: the 10th National Conference of African American Librarians (NCAAL) sponsored by the Black Caucus of the American Library Association (BCALA) in August 2017 and the annual meetings of the Central New York Library Resource Council and the South Central Regional Library Council.
Using Omeka And CONTENTdm to Create Online Exhibitions for HVVACCArden Kirkland
A presentation by Sara Pasti, Arden Kirkland, and Susan Shaw at the Northeast Regional Digital Collections Conference in Kingston, NY in September 2017.
Exploring Equity, Diversity, and Inclusion in Online Library InstructionArden Kirkland
A lightning talk about the Diversity Module of the Design for Learning program, presented by Dr. Loriene Roy and Arden Kirkland as a part of an event sponsored by the Equity, Diversity, and Inclusion Task Force of the American Library Association, at the annual conference in June 2017. This talk was also presented at the Social Justice Summit for librarians in Binghamton, NY in July 2017.
Handout with information about the Design for Learning program, a series of free online modules to help library workers learn how to teach online. This program is made possible by the Institute for Museum and Library Services (IMLS), the South Central Regional Library Council (SCRLC), the Empire State Library Network (ESLN), and the School of Information Studies at Syracuse University (iSchoolSU).
Take Your Library Instruction Online! The Design for Learning ProgramArden Kirkland
This document provides an overview of the 7-step Design for Learning program which teaches library workers how to design online instruction. The program is a free self-guided online course consisting of 7 modules that guide participants through needs assessment, learning outcomes, instructional strategies, and assessment. Participants work at their own pace to develop an instructional design plan and content for their own online module, applying principles of universal design for learning.
A workshop presented by Arden Kirkland at the 2017 annual symposium of the Costume Society of America, about best practices for metadata, controlled vocabularies, and research data management for costume history collections.
Design for Learning Webinar Series IntroductionArden Kirkland
The Design for Learning Program is an online conference series focused on instructional design for libraries. It consists of 7 modules - Orientation, Foundation, Diversity, Community, Content, Management, and Capstone - that participants can complete over 6-8 weeks, spending 3-5 hours per week. The program helps library professionals from all types of libraries and locations develop skills in instructional design through reflection questions, workbooks, and developing an instructional design plan.
Academic Librarians Online: the Design for Learning ProgramArden Kirkland
A poster presented by Arden Kirkland at the 2017 annual conference of the Eastern New York chapter of the Association of College and Research Libraries
Teaching Librarians Online About How to Teach OnlineArden Kirkland
A poster presented by Arden Kirkland, Amanda Calabrese, and Mary-Carol Lindbloom at the 2017 national conference of the Association of College and Research Libraries.
Design for Learning (D4L) ALA Conversation Starter - HandoutArden Kirkland
The document summarizes an ALA conversation starter about the Design for Learning project. The project teaches participants how to design instruction and teach online through two cohorts that began in 2015 and 2016. Modules cover topics like orientation, technologies, and capstone projects. The three-year project is a partnership between several library organizations, funded by IMLS, with the goal of developing a self-guided online version available to the public in 2017. The top lessons learned are the need for quality prep materials, maintaining engagement through discussion, and accommodating different student needs through clear communication.
This document proposes a detailed system called CostumeCore for digitally cataloging historic clothing based on existing standards. It summarizes existing metadata schemas, controlled vocabularies, and guidelines that provide the foundation for CostumeCore. Specific elements are added to describe costume objects, and a visual workflow is presented to help catalogers choose terms from controlled lists. The system is intended to standardize digital costume catalogs while allowing customization for specific collections. Feedback is sought from others to improve the system.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
How to Build a Module in Odoo 17 Using the Scaffold MethodCeline George
Odoo provides an option for creating a module by using a single line command. By using this command the user can make a whole structure of a module. It is very easy for a beginner to make a module. There is no need to make each file manually. This slide will show how to create a module using the scaffold method.
MATATAG CURRICULUM: ASSESSING THE READINESS OF ELEM. PUBLIC SCHOOL TEACHERS I...NelTorrente
In this research, it concludes that while the readiness of teachers in Caloocan City to implement the MATATAG Curriculum is generally positive, targeted efforts in professional development, resource distribution, support networks, and comprehensive preparation can address the existing gaps and ensure successful curriculum implementation.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
How to Manage Your Lost Opportunities in Odoo 17 CRMCeline George
Odoo 17 CRM allows us to track why we lose sales opportunities with "Lost Reasons." This helps analyze our sales process and identify areas for improvement. Here's how to configure lost reasons in Odoo 17 CRM
4. D4L Sponsors
This project was made possible in part by the
Institute of Museum and Library Services,
Laura Bush 21st Century Librarian Grant Project
#RE-06-14-0014-14
52. D4L Modules
Orientation
Foundation
Technologies
Diversity
Community
Social
design4learning.info
all content available to
the public in 2017!
59. Community and Social Modules
Social
Media
Management
Community
Management
Content Creation
Who
Why
What
How
When
Where
adapted from
Dilenschneider, C. (2013, February
19). The New Normal: Three
Elements of Social Media Success
for Nonprofit Organizations. Know
Your Own Bone. Retrieved February
28, 2016, from
http://colleendilen.com/2013/02/1
9/the-new-normal-three-elements-
of-social-media-success-for-
nonprofit-organizations/
60. Community and Social Modules
Social
Media
Management
Community
Management
Content Creation
Orientation,
Foundation,
Capstone Diversity,
Community
Technologies
Social
Mary-Carol – welcome!
The Design for Learning Team is teaching participants how to design instruction and teach online, with opportunities to practice teaching online
all our content will be available to the public in an open access format starting in 2017
Mary-Carol - This project was made possible in part by the
Institute of Museum and Library Services,
Laura Bush 21st Century Librarian Grant
Mary-Carol - Our other partners are the Empire State Library Network (formerly Ny3Rs), the South central Regional Library Council in NY, and the School of Information Studies at Syracuse University.
Mary-Carol introduces Kathy
switch to slides from Kathy, or insert here?
switch to Arden
Arden – Kathy introduced the structure of the D4L program, with 6 modules followed by a capstone module
but we’ll describe them in a little bit more detail so you know what’s available –
and we want to emphasize that the content from all 6 modules will be available to the public in a self-guided online version, available starting in 2017
Arden – here’s a little more description of each of the modules
The orientation module is an opportunity to get comfortable in the learning environment, and with each other
The introduction discussion forums are a way of getting to know each other, with the obligatory sharing of pet photos
Arden – This module also includes video screencasts of how to navigate around the Moodle learning environment
Arden – The foundation module takes students through the process of creating an instructional design plan for their own capstone project, creating an instructional session or series for their own library community. This shows the flow chart of Diane Kovac’s 7 step model for instructional design, which she used as the basis for this module.
Arden – the technologies module includes exposure to a variety of tools and guides for screen casting, ending with students creating their own screencast for, or related to, their capstone module.
switch to Loriene
Diversity module and collaborative process
back to Arden
Arden – The idea of the community and social modules is to place an emphasis on class as community, and part of an even wider community related to our institutions and audiences.
This community for our program currently exists through a couple of different platforms: mostly Moodle, a little bit on Facebook and Twitter, and some of us have already met up in person at various conferences or will in the coming months.
Arden – I describe the community and social modules as sister modules: both are about getting students to engage with each other, with the instructor, and with their wider communities in order to engage in a more meaningful way with the content at hand. The community module comes first with an emphasis on who and why, and the social module comes second with an emphasis on how, when, and where, working with specific social media platforms.
This graphic shows them as pieces of a pie, along with the instructional content as the “what”
Arden – this also gives us another way of looking at how these apply to our modules: the first 2 and final capstone modules look at the big picture, but the others are related as shown here. These are also all connected to different specific steps of the 7 step process for instructional design introduced by Diane in the Foundation module.
switch to Rae
improving the modules throughout the program based on formative evaluation
Difference between cohorts
switch to Jennifer - discuss process of developing capstone project from Foundation module through all others
switch to Julie - discuss process of developing capstone project from Foundation module through all others
Julie - In Alaska, the majority of our public libraries are small, rural and remote. Many of public library directors in Alaska do not have formal library training. My job as the Public Library Coordinator for the State of Alaska is develop and deliver professional development workshops and webinars for these solo librarians. I was interested in the design 4 Learning course because I know that many of public library directors I serve would benefit from online instruction that was more than the typical one-shot webinar or online tutorial.
Julie - D4L provided me with the confidence to develop a Moodle for our upcoming School Public Collaborative Library (SPCL) face-to-face workshop. As a D4L participant, I had the opportunity to experience to learn about online instruction delivery while receiving instruction and working in an online environment. This experience was invaluable as it allowed me to experience first-hand some of the frustrations but also many benefits online instruction. As I worked through my D4L coursework, I was constantly evaluating how I could implement or utilize what I was learning in my Capstone project or to other workshops.
The Moodle I created for SPCL contains eight topic modules (Role of the Library Director, Library Laws & Regulations, Vision, Mission & Service Goals, Library Philosophy & Ethics, Policy vs. Procedure, Collection Development, Technology Planning, and Library Programming) which correspond to the eight topics that we will focus on during our face-to-face training. The Moodle allows me to expand instruction time with participants, as participants will be introduced to the Moodle three weeks prior to the face-to-face training, create an online relationship with participants and hopefully create an online community for the public library participants. Participants will have to three weeks to orient themselves to the workshop topics, review resources and complete activities E that will clarify the information and make it meaningful. three weeks. My experience with D4L has been invaluable and I grateful to have had this opportunity
back to Mary-Carol
invite panelists to share thoughts on these lessons learned
Don’t underestimate the time needed for preparing materials before/while engaging with students
we quickly learned that our students were busy with their jobs and their lives, and could not easily meet the deadlines we proposed, so we switched to a more self-paced approach
While it’s difficult to maintain interactive discussions when following a self paced schedule, that is the factor that keeps some students engaged
Different students require different forms of communication and content, but all must be clear and user-friendly
Arden – Our next phase is the development of a self-guided online version of the program, available to the public in 2017
at design4learning.info
work with 2 cohorts has helped us to refine our content and make it available to the wider public
syllabi, video presentations, readings, links to other resources, assignments
continuing discussion forum for current participants, and new forums for new participants
Mary-Carol – open up to questions
Mary-Carol – if they don’t have questions for us, we have some for them:
How could you incorporate online learning at your library? How could you improve the online instruction you already offer?
Mary-Carol – As we refine our content to share with the public in 2017, what features/content would you like us to include?